Each fall, as we return to classes we have an opportunity to reflect on previous successes--and failures. One of the more persistent failures we seem to have with our students is instilling a sense of integrity in their academic work. The same students who would be mortified if you accused them of shoplifting have been known to lift entire works from other authors and other students. Sometimes, their boldness can leave you breathless and scratching your head, wondering if they had only put that much effort into their work, they would have passed the course without cheating. The following is an example of such audacity.
As part of the capstone experience in our graduate program, students are required to interview a minimum of three executives or healthcare managers using a structured interview format published in Career Opportunities in Health Care Management. At the completion of the interview, the student identifies and indicates the healthcare management leadership competencies the executive noted during the interview and the competencies needed to conduct the interview. In addition, the student reflects upon what insights the interview provided about his or her own career development and continuing education plans.
Almost daily, it seems the media is filled with reports of violence, so much so that we almost become numb to them. An active shooter in a popular mall. A disgruntled employee returns to his former place of employment armed to kill. A student with mental health problems murders a favorite teacher, a classroom full of students, or goes on a campus rampage. However, when violence hits in healthcare settings, we are shocked and ask, How did this happen? These institutions, these sacred places, are supposed to serve and care for our loved ones. Yet in many instances they cannot protect our loved ones because of the nature of the settings themselves. As the incidence of violence rises, we are doing a disservice to our students by not talking about this elephant in the room, violence in health care settings. The purpose of this blog is to provide a brief overview of violence in healthcare settings, raise your awareness of this phenomenon, and encourage faculty to include it in their courses and curriculum.
Many years ago when I was an Intravenous (IV) Therapist in training at a major teaching hospital, I sat down to a thirty minute dinner break with my fellow IV team members in the hospital cafeteria. One of our team mates was late. She rushed to the table with her tray, and raced to tell us why she was delayed. Not only did she provide the team with chapter and verse of the patient she last saw, but also told us the patient's diagnosis, the tragedy surrounding the patient, the little boy she was leaving behind, and her youth.
Upon graduation, health care management students are expected to be confident, competent, reflective practitioners. We are also expected to provide data to support our assertion that we have accomplished this feat. Measurements of confidence can be obtained through student self-assessments. Assessments of competencies can be conducted via course work and face to face observations. What is a "reflective practitioner" and is this something we can objectively assess and document?
As an educator and a professional writer, one of my hobby horses is writing competencies. I wrote about this in a previous blog and asked whose responsibility it is. Over a year later, in online forums and collegial discussions, the debate continues. Is the real issue that "our students can't write" or that "we shouldn't have to be English teachers?" It doesn't matter either way. Our accrediting organizations and our discipline demand effective communication skills, including writing.
When we speak to students about careers in health care management, we often talk about the perfect storm we now have of demand for services and the retirement of baby boomers, leaving our health care system with a void of skilled workers. In many of these conversations, we are so enthusiastic about the market and availability of jobs, we have a tendency to overlook the obvious: the field needs well-prepared graduates who are employable.
Topics: administration, health administration, Health Administration, health care management, health professionals, Sharon B. Buchbinder, Sharon Buchbinder Blog, Skills-based health education, employability
If you teach in a fully online or a hybrid class, you know the Discussion Board, Forum, or Threads, whatever name they go by, are considered the "heart" of the online classroom. At least that's what these vehicles for asynchronous discussions are supposed to be. When used properly, online discussions can be the epicenter of intellectual challenges and interactions between the students and the instructor. Participants can used their higher order thinking skills (HOTS), actively engage in the material, and be pushed to the next level of their career development. Or, in less exhilarating instances, students parrot back material from the text (sometimes not bothering to put in quotes), respond to the minimal number of other students, per the syllabus, and check off another item on their to do list to get through the course.